Wallands Community Primary School

Name Wallands Community Primary School
Website http://wallandsschool.org/
Ofsted Inspection Rating Requires improvement
Inspection Date 13 February 2019
Address Gundreda Road, Lewes, East Sussex, BN7 1PU
Phone Number 01273472776
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 459 (52% boys 48% girls)
Number of Pupils per Teacher 20.0
Percentage Free School Meals 10.6%
Percentage English is Not First Language 5.7%

Information about this school

Since the previous inspection a new headteacher has been appointed and a new chair of governors is in post. A formal partnership exists between Wallands Community Primary School and Priory School. The headteacher of Priory School is the executive headteacher of the partnership. The school is much larger than the average-sized primary school. There is one Nursery class. Some of these children move on to Reception and the school draws the rest of its intake from a number of independent nursery providers. Most pupils are of White British heritage, with a very small minority from a range of other ethnic backgrounds. Very few pupils speak English as an additional language. The proportion of pupils with SEND support is below the national average The proportion of pupils supported by an education, health and care plan is well above the national average. The proportion of disadvantaged pupils is below the national average The school provides a speech and language unit for 16 primary-aged pupils from across East Sussex. All these pupils have statements for specific speech and language needs which cannot be met in mainstream schools. The school runs a breakfast club.

Summary of key findings for parents and pupils

This is a school that requires improvement The quality of teaching across the school is variable. In some classes, work does not match the needs of all pupils, including the most able. Consequently, they are not fully engaged in learning. Current pupils’ progress is inconsistent across the school. Pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils, boys and the most able achieve less well than their peers in some year groups. Leaders and governors do not evaluate the impact of their actions well enough. Consequently, pupils’ outcomes are too slow to improve. Teaching and assessment in subjects other than English and mathematics are not yet fully developed. As a result, pupils do not make consistently good progress in a broad enough range of subjects. The proportion of pupils who are absent from school and the proportion of pupils excluded from school are above the national average. Children in the early years are happy and confident. However, some teaching does not support their learning well enough. As a result, children do not make as much progress as they should. Many middle leaders are inexperienced. They need further support to develop their roles. The school has the following strengths Pupils with SEND who attend the language unit make strong progress. Adults know them well and ensure they receive effective support that is skilfully tailored to meet their individual needs. Well-planned teaching in the Nursery ensures that children become independent and confident learners. Pupils’ conduct as they move around the school and at breaktimes is good. They are polite and respectful. Rigorous safeguarding arrangements ensure that pupils are well looked after. The school effectively supports pupils’ spiritual, moral, social and cultural development. Governors have an accurate view of the school. They support school leaders well and hold them to account effectively for many aspects of the school.